This chapter discusses the applicability of the construct of focus on form, one of Michael Long’s most prominent contributions to the field of instructed second language acquisition, in the very particular context of tandem learning. In tandem interactions, two partners learning each other’s language assume in turn the role of the native-speaker teacher. These low-structured learning environments would benefit from the implementation of focus-on-form pedagogical procedures including, but not limited to, corrective feedback. An external manipulation on the part of the tandem organizer, which I call ‘interaction enhancement’, is needed to push the partners to systematically and confidently apply focus-on-form techniques to their exchanges.

Nuzzo, E. (2022). Tandem interaction enhancement. Manipulating NS-NNS semi-spontaneous conversation to promote focus on form. In Alessandro G. Benati and John W. Schwieter (a cura di), Second Language Acquisition Theory: The legacy of Professor Michael H. Long (pp. 113-126). John Benjamins [10.1075/bpa.14.06nuz].

Tandem interaction enhancement. Manipulating NS-NNS semi-spontaneous conversation to promote focus on form

Nuzzo, Elena
2022

Abstract

This chapter discusses the applicability of the construct of focus on form, one of Michael Long’s most prominent contributions to the field of instructed second language acquisition, in the very particular context of tandem learning. In tandem interactions, two partners learning each other’s language assume in turn the role of the native-speaker teacher. These low-structured learning environments would benefit from the implementation of focus-on-form pedagogical procedures including, but not limited to, corrective feedback. An external manipulation on the part of the tandem organizer, which I call ‘interaction enhancement’, is needed to push the partners to systematically and confidently apply focus-on-form techniques to their exchanges.
978 90 272 1256 6
Nuzzo, E. (2022). Tandem interaction enhancement. Manipulating NS-NNS semi-spontaneous conversation to promote focus on form. In Alessandro G. Benati and John W. Schwieter (a cura di), Second Language Acquisition Theory: The legacy of Professor Michael H. Long (pp. 113-126). John Benjamins [10.1075/bpa.14.06nuz].
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11590/416008
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